Today in class you will begin your creative project, which is a literacy narrative that recreates one of your learning experiences as a writer. The model literacy narrative that I wrote for my students in 2019 appears below.
Too Many Words: Reflections on Research
I wrote my first research paper in seventh grade. All of us in Mr. Lord’s English class were required to select a subject of our choice, perhaps the subject had to be a historical figure. Whatever the case, I chose Albert Einstein. I remember sitting at the small, drop-front desk in my bedroom, printing sentence after sentence on three-by-five index cards. Mr. Lord had told us in class that we should limit each card to one fact. One of my most vivid memories of that project is the sight of my large, uneven letters spilling over onto the back of the cards. What I construed as one fact wouldn’t fit on one side.
I was probably as unclear about what constituted a single fact as I was about the goal of the assignment itself. I knew that I was conducting research on a scientific genius, but what was my writing supposed to do?
In the process of writing too many words on my index cards, I came across this detail that stopped me in my tracks: When Einstein was a young child, he was perceived as slow-witted. It seemed preposterous that anyone could believe that the theoretical physicist who developed the theory of relativity was stupid; however, I was also aware of the discrepancy between appearance and reality. I didn’t think that I was the same person that others saw when they looked at me. I imagined, as perhaps all adolescents do, that I would never be truly understood, just as I would never truly understand what I was supposed to write about Albert Einstein.
A little more than ten years later, I was walking across the main quad at Hollins College when Professor Dillard stopped me and told me that my paper on The Monk by Matthew Gregory Lewis was one of the best analyses he’d ever read by a student. Stunned and pleased, I thanked him, thinking of how the process of writing that essay had felt different to me, as if something that I needed to achieve in a piece of academic writing had slowly come into focus. I was a graduate student in creative writing then, so most of my writing for my courses was fiction. Yet the years of studying literature and criticism as an undergraduate had led me to an understanding that somehow only surfaced when I wrote that essay for Professor Dillard.
My next breakthrough came about four years later, when the process of writing became more than the act of fulfilling an assignment for a Ph.D. seminar. I was reading studies of contemporary Southern writing and sensed that something was missing. That something was my own analysis:
In The Southern Writer and the Postmodern World, Fred Hobson tags Bobbie Ann Mason “not so much a New South as a No South writer” (81), limiting his discussion of Mason’s work to In Country’s Samantha Hughes. . . . What Hobson refers to in Mason’s characters as a “relative lack of southern self-consciousness” (6), though, is not evident in her other work. (Meekins 147)
As I wrote, I was witnessing for the first time how I could develop scholarship of my own by placing myself in conversation with other scholars, such as Fred Hobson.
Now as I revisit research writing with my students, I am reminded of why the study of imaginative literature, Southern or not, continues to appeal to me twenty-five years after I wrote that paper. As I read in our textbook that the purpose of humanities is “to explore and analyze aspects of the human experience” (Bullock et al. 307), I think of how the ways that writers continue to retell our stories is a source of never-ending fascination for me. I hope that in the process of reflecting on their own research, my students find their own sources of never-ending fascination, too—or at least begin to see their research as more than a course requirement. When they encounter unfamiliar words, I hope they’ll keep reading, as Tara Westover did. In her memoir, Educated, she writes of learning to study by mimicking her brother Tyler. In her words, “[t]he skill I was learning was a crucial one, the patience to read things I could not yet understand” (62). In retrospect, I realize that’s what I was doing forty years ago when I sat at my drop-front desk writing too many words on my note cards. Only now I understand.
Bullock, Richard et al. Chapter 24: “Reading Across Fields of Study.” The Norton Field Guide to Writing with Readings and Handbook. 5th ed. Norton, 2019. pp. 291-93.
Hobson, Fred. The Southern Writer in the Postmodern World. University of Georgia Press, 1991.
Meekins, Beth. “Lost in the Laughing Place: Notes on the Postmodern Postsouthern Condition.” The Black Warrior Review, vol. 20, no. 2, 1994. pp. 146-59.*
Westover, Tara. Educated. Random, 2018.
*The essay “Lost in the Laughing Place” was published five years before I married and three years before I began using my first name rather my nickname, hence the byline Beth Meekins rather than Jane Lucas.